Description of the Questionnaire

This questionnaire aims to measure the Cultural Capital of participants, based on Pierre Bourdieu’s theory. It examines three dimensions: embodied capital (which includes knowledge, interests, and skills), objectified capital (related to the possession of cultural goods such as books or works of art), and institutionalized capital (which concerns educational qualifications and achievements). The questionnaire is designed for use in educational or developmental settings, such as staff development programs (e.g., FSDP).

Data Analysis and Use

The data collected will be analyzed quantitatively, based on participant responses using Likert scales or count/ownership-based questions. Scoring will be calculated per thematic section and can be combined into an overall cultural capital index. The analysis may include correlations with demographic characteristics or other variables of interest to the research team.

Purpose

The purpose of the questionnaire is to capture participants’ level of cultural capital and identify any relationships with their professional development, participation in cultural activities, or involvement in lifelong learning. This tool can be used for internal assessments, educational institutions, or social/educational research.

Cultural Capital Questionnaire

In the first section, which concerns embodied cultural capital, participants are asked to indicate how often they read literary books, attend cultural events (such as theater, concerts, exhibitions), how familiar they feel with forms of art like classical music or painting, whether they discuss cultural or artistic topics with others, and how often they watch documentaries or cultural programs. In the second section, related to objectified capital, participants are asked to estimate how many books are in their home and to indicate whether they own musical instruments, works of art, cultural artifacts, or encyclopedias. In the third section, addressing institutionalized capital, participants are asked about the highest level of education they have completed, whether they have participated in training or educational programs in the past twelve months, and to what extent they consider education important for professional and personal development.

Scoring

Scoring is done per thematic section. Questions related to embodied capital are rated on a scale from 1 to 5, and their sum constitutes the corresponding subscale. Objectified capital is calculated based on the number and nature of reported cultural goods, while institutionalized capital is evaluated based on the level of education and participation in educational activities. An overall cultural capital score (scale 0–100) can also be generated, with possible weighting of each component according to the goals of the research.

Bibliography

Bourdieu, P. (1986). The forms of capital. In Richardson, J. (Ed.), Handbook of Theory and Research for the Sociology of Education. Sullivan, A. (2001). Cultural Capital and Educational Attainment. Sociology, 35(4), 893–912. De Graaf, P. M., De Graaf, N. D., & Kraaykamp, G. (2000). Parental Cultural Capital and Educational Attainment in the Netherlands. Sociology of Education, 73(2), 92–111. Dumais, S. A. (2002). Cultural capital, gender, and school success: The role of habitus. Sociology of Education, 75(1), 44–68.